Update€¦ · K-Readiness Spring Benchmark Score 681 Spring 2015 State Average Scale Score 680...

MKAS2 Kindergarten Readiness Assessment Update

Fall 2015

142 Districts Tested *

Spring 2016

37,512 students assessed 37,691 students assessed

98.99% 99.29%

Kindergarten Readiness

Assessment

* Excludes agricultural high schools.2

• Computer adaptive assessment

• 27 questions (literacy and numeracy)

• Less than 30 minutes to administer

• End-of-year target score for four-year-

old students = 498

• Beginning of year target score for

kindergarten = 530

• End-of-year target score for

kindergarten = 681

Kindergarten Readiness

Assessment

3

End-of-Year

Trajectory to Success

4

498End of Pre-K Scale Score

681End of K Scale Score

70% Mastery of 3rd grade reading skills

Renaissance Learning reading proficiency indicators map a trajectory of student

achievement in reading across grade levels. For more information, visit

https://resources.renlearnrp.com/us/learningprogressions/g3readingindcpr.pdf.

https://resources.renlearnrp.com/us/learningprogressions/g3readingindcpr.pdf

MKAS2 Kindergarten Readiness

Assessment Results

Emergent Reader (300 – 674)

• Early Emergent Reader (300 – 487): Student is beginning to

understand that printed text has meaning. The student is

learning that reading involves printed words and sentences, and

that print flows from left to right and from the top to the bottom of

the page. The student is also beginning to identify colors,

shapes, numbers, and letters.

• Late Emergent Reader (488 – 674): Student can identify most

of the letters of the alphabet and can catch most of the letters to

their sounds. The student is also beginning to “read” picture

books and familiar words around the home. Through repeated

reading of favorite books with an adult, students at this stage are

building their vocabularies, listening skills, and understandings of

print.

Reading Level Classifications

6

Fall K

Transitional Reader (675 – 774)

Student has mastered alphabet skills and letter-sound

relationships. The student can identify many beginning

and ending consonant sounds and long and short

vowel sounds, and is probably able to blend sounds

and word parts to read simple words. The student is

also likely using a variety of strategies to figure out

words, such as pictures, story patterns, and phonics.


7

Spring K

Probable Reader (775 – 900)

Student is becoming proficient at recognizing many

words, both in and out of context. The student spends

less time identifying and sounding out words, and more

time understanding what was read. Probable readers

can blend sounds and word parts to read words and

sentences more quickly, smoothly, and independently

than students in the other stages of development.


8

K-Readiness Fall Benchmark Score 530

Fall 2014 State Average Scale Score 501

Fall 2015 State Average Scale Score 502

K-Readiness Fall 2015 Results

34.6%

65.4%

9

23,966

13,546

0

5,000

10,000

15,000

20,000

25,000

30,000

Students Below 530 Students At or Above 530

36.11%

63.89%

K-Readiness Spring Benchmark Score 681

Spring 2015 State Average Scale Score 680

Spring 2016 State Average Scale Score 703

K-Readiness Spring 2016

Results

34.6%

65.4%

10

14,064

23,627

0

5,000

10,000

15,000

20,000

25,000

Students Below 681 Students At or Above 681

62.69%

37.31%

Literacy Classification

By Kindergarten Students

11

FALL 2015 STATE TOTALS ______

Early Emergent Reader 17,662

Late Emergent Reader 17,846

Transitional Reader 1,767

Probable Reader 237 Total Students

37,512

SPRING 2016 STATE TOTALS _____



Transitional Reader 12,688

Probable Reader 11,634

Total Students 37,691

47.08% 47.57%

4.71%

0.63%

4.78%

30.69%33.66%

30.87%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Early Emergent Reader Late Emergent Reader Transitional Reader Probable Reader

Literacy Classification PercentagesFall 2015 and Spring 2016

Fall 2015 Spring 2016

K-Readiness Comparison:

Spring 2015 – Spring 2016

34.6%

65.4%

12

54.30%

62.69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students At or Above 681(Spring 2015)


MKAS2 Kindergarten Readiness

Assessment Top Performers

Districts with the Greatest Gain

School District Scale Score Gain

Stone County Schools 275

Kosciusko School District 266

Union Public School District 264

Houston School District 261

Pearl Public Schools 258

Baldwyn School District 256

Pearl River County Schools 255

Enterprise School District 253

Yazoo County School District 249

Sunflower Consolidated School District 245

14

Schools with Greatest Gain

School (School District) Scale Score Gain

Perkinston Elementary (Stone County) 328

Pope Elementary (South Panola) 286

West Elementary (Gulfport) 276

Leake County Elementary (Leake County) 274

A.W. James Elementary (Sunflower Consolidated) 273

Carver Elementary (Jefferson Davis County) 272

West Oktibbeha Elementary (Starkville-Oktibbeha Consolidated) 269

Kosciusko Lower Elementary (Kosciusko) 267

Falkner Elementary (North Tippah) 267

Union Elementary (Union Public) 264

15

Districts with the Highest Average

Scale Score

School District Average Scale Score

Kosciusko School District 769

Union Public School District 767

Stone County Schools 765

Enterprise School District 762

Clinton Public Schools 760

Pearl River County Schools 757

Franklin County Schools 756

Pearl Public Schools 751

Jackson County Schools 749

Union County School District 745

16

Schools with the Highest Average

Scale Score

School Average Scale Score

Perkinston Elementary School (Stone County) 814

Weir Elementary School (Choctaw County) 788

French Camp Elementary School (Choctaw County) 786

Davis Magnet School (Jackson Public) 776

Itawamba Attendance Center (Itawamba County) 774

Smithville High School (Monroe County) 772

Pope Elementary School (South Panola) 770

Kosciusko Lower Elementary (Kosciusko) 769

West Wortham Elementary And Middle School (Harrison County) 768

Pineville Elementary School (Harrison County) 768

17

Pre-Kindergarten

Assessment Results for

Early Learning Collaboratives and

Other Four-Year-Old Classrooms

Emergent Reader (300 – 674)

• Early Emergent Reader (300 – 487): Student is beginning to

understand that printed text has meaning. The student is

learning that reading involves printed words and sentences, and

that print flows from left to right and from the top to the bottom of

the page. The student is also beginning to identify colors,

shapes, numbers, and letters.

• Late Emergent Reader (488 – 674): Student can identify most

of the letters of the alphabet and can match most of the letters to

their sounds. The student is also beginning to “read” picture

books and familiar words around the home. Through repeated

reading of favorite books with an adult, students at this stage are

building their vocabularies, listening skills, and understandings of

print.


19

Fall Pre-K

Spring Pre-K

Transitional Reader (675 – 774)

Student has mastered alphabet skills and letter-sound

relationships. The student can identify many

beginning and ending consonant sounds and long and

short vowel sounds, and is probably able to blend

sounds and word parts to read simple words. The

student is also likely using a variety of strategies to

figure out words, such as pictures, story patterns, and

phonics.


20

Spring

Probable Reader (775 – 900)

Student is becoming proficient at recognizing many

words, both in and out of context. The student spends

less time identifying and sounding out words, and more

time understanding what was read. Probable readers

can blend sounds and word parts to read words and

sentences more quickly, smoothly, and independently

than students in the other stages of development.


21

82.47%

17.08%

0.38% 0.06%

25.86%

61.42%

11.42%

1.30%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




2015-2016 ELC MKAS2

Results

22

FALL 2015 STATE TOTALS


Late Emergent Reader 267

Transitional Reader 6

Probable Reader 1


SPRING 2016 STATE TOTALS

Early Emergent Reader 376



Probable Reader 19


Pre-K Collaborative ProgramAverage Fall

Scale Score

Average

Spring Scale

Score

Average

Scale Score

Gain

Clark County Early Learning Partnership 413 568 156

Coahoma County Pre-K Collaborative - Clarksdale Municipal Schools 439 552 114

Corinth-Alcorn-Prentiss Early Learning Collaborative 434 597 163

Desoto Early Learning Collaborative 429 500 70

McComb Community Collaborative for Early Learning Success 412 529 117

Monroe Early Learning Collaborative 416 537 121

Petal Early Learning Collaborative 431 560 129

Picayune School District Pre - K 436 535 98

Sunflower County Early Learning Collaborative 419 519 101

Tallahatchie Early Learning Alliance 409 595 185

The Lamar County Early Learning Collaborative 412 523 111

State of Mississippi 424 555 130

2015-2016 ELC MKAS2 Results

23

81.07%

18.53%

0.38% 0.02%

29.10%

56.95%

10.90%

3.05%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%




FALL 2015 STATE TOTALS




Probable Reader 1


SPRING 2016 STATE TOTALS




Probable Reader 131


Other Pre-K Classrooms

MKAS2 Results

9

ELC Comparison:


34.6%

65.4%

25

58.89%

71.39%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



Other Pre-K Comparison:


34.6%

65.4%

26

63.60%68.50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%



ELC and Other Classroom

Results Comparison

9

Data PointEarly Learning

Collaboratives

Other Four-

Year-Old

Classrooms

Fall 2015 Scale Score Average 424 426

Spring 2016 Scale Score Average 555 552

Average Scale Score Gain 131 126

Percent of Students At or Above 498 71.39% 68.50%

• Continue to increase the quality and consistency of instruction

in every K-3 classroom through the provision of quality

professional development (model lessons, webinars, literacy

coaches, professional development coordinators, etc.)

• Collaboration with Head Start, early childhood providers, and

other state organizations and agencies

• Development of transition plan from Pre-K to Kindergarten

• Guidance on Pre-K program startup (funding options,

space, personnel, etc.)

• Use Kindergarten Readiness Assessment data to support

data driven decisions at the state and local level

– Professional development on Early Learning Standards, Early Learning

Guidelines, early childhood leadership, and related topics

– Development and provision of resources

– Review of Child Find processes

Next Steps for MDE and

Districts

28

• Listen to your child read words and books

• Be patient and listen as he practices

• Participate in local library summer reading programs

• Refer to the Parent Read-at-Home Plan for additional activities

Next Steps for Parents

29

31

https://youtu.be/PqFx9cWrtRM

https://youtu.be/PqFx9cWrtRM

Update€¦ · K-Readiness Spring Benchmark Score 681 Spring 2015 State Average Scale Score 680...

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